Physics concepts resources

Task: Describe how the light rays move through a glass prism.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

Students complete tables of energy use.

Students describe what makes two boats move and change direction.

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Answer questions about rowing. Assessment focus: levers.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Students predict and investigate the way in which a concave and a convex lens distort the image of a pencil.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

Students answer short questions to demonstrate their understanding that candles need oxygen to burn.

Data from a test of comparative strengths of different magnets is provided. Students graph the data and make a conclusion.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Students compare cars from different eras. They describe how different features of modern cars make them safer. The task assesses students' understanding of how technology can make cars faster and safer.

Task: Answer questions about car tyres. Assessment focus: friction; air pressure.